Parent and Teacher Support of Elementary Students’ Remote Learning during the COVID-19 Pandemic in Germany: Data Access and Analyses Files

Principal Investigator(s):  View help for Principal Investigator(s) Catherine Gunzenhauser, University of Freiburg; Susanne Enke, Leipzig University; Verena Johann, University of Koblenz-Landau; Julia Karbach, University of Koblenz-Landau; Henrik Saalbach, Leipzig University

Version:  View help for Version V2

Name File Type Size Last Modified
Gunzenhauser et al (2021) Data access file.pdf application/pdf 372 KB 11/22/2021 01:06:AM
Gunzenhauser et al (2021) Index of variable names and labels.xlsx application/vnd.openxmlformats-officedocument.spreadsheetml.sheet 9.8 KB 11/22/2021 12:56:AM
Gunzenhauser et al (2021) Models for main analyses.pdf application/pdf 512 KB 11/15/2021 10:39:PM
Gunzenhauser et al (2021) Syntax Tables 1 2 3.sps text/x-spss-syntax 936 bytes 11/22/2021 12:57:AM
Readme_Gunzenhauser et al (2021).pdf application/pdf 347.8 KB 11/17/2021 07:18:AM

Project Citation: 

Gunzenhauser, Catherine, Enke, Susanne, Johann, Verena, Karbach, Julia, and Saalbach, Henrik. Parent and Teacher Support of Elementary Students’ Remote Learning during the COVID-19 Pandemic in Germany: Data Access and Analyses Files. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2021-11-23. https://doi.org/10.3886/E155024V2

Project Description

Summary:  View help for Summary
These files contain the data access file, analysis files and instructions used to create the tables and figures found in Parent and Teacher Support of Elementary Students' Remote Learning during the COVID-19 Pandemic in Germany.

Abstract from the related paper (Gunzenhauser et al., 2021):

The aim of the present study was to investigate the associations between parental and teacher support and elementary students’ academic skills during the COVID-19 pandemic. Building on data of an ongoing longitudinal study, we studied the roles of children’s (N = 63) academic skills before the first COVID-19 lockdown in Germany (March-June 2020) as predictors of individual differences in parental schoolwork support during the lockdown, and the contributions of parental and teacher support to students’ reading and mathematics skills after the lockdown. Findings indicated that children’s reading and mathematics skills before the lockdown predicted parental help, and reading skills predicted parental need-oriented support with schoolwork during the lockdown. Children who received more need-oriented support from parents showed a more favorable development of arithmetic skills across the lockdown. Indicators of teacher support did not explain individual differences in students’ academic skills after the lockdown period.

Gunzenhauser, C., Enke, S., Johann, V., Karbach, J., & Saalbach, H. (2021). Parent and teacher support of elementary students’ remote learning during the COVID-19 Pandemic in Germany. AERA Open.

Funding Sources:  View help for Funding Sources Deutsche Forschungsgemeinschaft (Germany) (SA 1363/6-1); Deutsche Forschungsgemeinschaft (Germany) (KA 3216/3-1); Deutsche Forschungsgemeinschaft (Germany) (GU 1594/2-1)

Scope of Project

Subject Terms:  View help for Subject Terms lockdown; parent support; teacher support; elementary students
Geographic Coverage:  View help for Geographic Coverage Germany
Time Period(s):  View help for Time Period(s) 2019 – 2020
Universe:  View help for Universe elementary students


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V2 [2021-11-23]

V1 [2021-11-22]

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